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Improvement plan

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In this section of our School Improvement Plan and overview of student performance data, student and community data, school characteristics, a survey on school performance for the improvement of quality of education is provided.

STUDENT PERFORMANCE DATA

(A) National Measures: ‘Darshanam’ Sanskrit Mahavidyalaya is affiliated to Rashtriya Sanskrit Sansthan, New Delhi which is an autonomous body governing the entire academic wing of Sanskrit Education and precisely the grades 11th, 12th , FY, SY, TY, M.A. & M.Phil. The final examinations at the end of each academic year are conducted by the Sansthan for which, the results are also assessed by them.

(B) State Measures: Statewide assessment of student learning in Sanskrit/Traditional subjects by the state educational board are available but the board makes the assessment for only 10th grades. There is an examination at the end of the academic year, which is organised by the board and is also assessed by them. Virtually, all the affiliated institutions have to appear in the board examinations for securing the board recognition.

(C) School Measures: At present, in our state, there are no assessment measures available for the grades 8th and 9th at state or national level. So the school itself involves in a round the year assessment measures which consist of both objective as well as subjective examinations. The examination is spread throughout the year at regular intervals which consist of 3 unit tests, one Preliminary test and ultimately the Annual Examination. A comprehensive assessment of the student performance all the year around is prepared.

SCHOOL PECULIARITIES:

The school is co-located in the SGVP campus where in there is a state of art, International. School. The entire campus is spread in 52 Acres of ambient, and picturesque natural beauty. It is one of the only two traditional schools in the area. All the other schools are state run or government funded institutions. There are total 24 such schools as providing tradition based education of Sanskrit medium in the Gujarat State. Only ‘Darshanam’ Sanskrit Mahavidyalaya is being privately funded through worldwide contributions, all students live in the campus and are residents of the ‘Darshanam’ Sanskrit Hostel.

The school’s construction and all furnishings have been financed by anonymous private donations given by the followers as well as the alumni and the faithful of Shree Swaminarayan Gurukul, Rajkot. The finance board at SGVP plans and approves the expenditure for classroom, in support of the entire educational needs and in accordance a budget is prepared by the school personnel.

‘Darshanam’ Sanskrit Mahavidyalaya is a self finance, non-profit organization. Students are not charged any tuition fees. However students are supposed to pay for picnics, tours, miscellaneous expenses which arise while their course of study. Each year the SGVP Executive Committee under the authority of the Gurukul Board makes an estimation of school’s operating expenses. The facility as well as the excellent student-teacher ratio of 8:1. At this level of schooling is not available anywhere in the city of perhaps in the country as per our information. Because of this peculiarity of ‘Darshanam’ Sanskrit Mahavidyalaya, no comparison can we carry out with other government operated or private institutions providing Sanskrit Education.

The school serves grades 6th to 8th (Ved Vidyalaya), 9th to12th and College up to Post Graduation degree, M.Phil & PGDCA (Darshanam Sanskrit Mahavidyalaya). The staff employed in the school is selected under the scrutiny of erudite scholars who match the atmosphere of Gurukul system of education, not only by their knowledge but also by their behavior. The emphasis is laid upon the overall development of students as well as the staff to reach the high standards of quality. The school targets low income parents who aspire to have their children study at University level but due to the lack of funds are not able do so. The school selects the students who are committed and really are focused, have clarity about what they want of their careers. Once a students is admitted in 6th and 9th grade are supposed to continue with their education till post graduation. This year onwards the institution has made this clause compulsory due to some undesired experiences in past years. The students are supposed to study in Sanskrit medium. The language is the root of the Indian culture and is given the status of the mother of all Indian languages. We strongly believe that the propagation of Sanskrit language is necessary for nurturing and protection of Indian culture and therefore with this divine vision in mind, DSS is established at SGVP campus. The compulsory hostel facility ensures the best cultural lifestyle.

With the alumni support of all branches of Rajkot Gurukul, we are fortunate for not facing any kind of financial crisis till now.

Roots of DSS:

Ancient Indian system of education comprised of Gurukul system, wherein the masters called Rishis provided education to students, who have to stay away from their home with the masters at some natural surrounding. The peculiarity of this system of education was that here the principles where learned not only by memorizing but by implying them in day to day life. The emphasis was laid upon the development of practical wisdom rather than accumulation of information.

Inspired by the command of almighty lord Shree Swaminarayan. The seed of first Gurukul at Rajkot where sown in 1948. Enlighten by the success of re-living the ancient system of education the pious saints of the institution expanded the horizons and established ‘Darshanam’ Sanskrit Mahavidyalaya and thus came the existence of a big bough full tree wherein a unique combination of three ‘S’ – Study, Sports & Spirituality are stressed upon. Believing strongly in the benefits of Satsanga, Sadvidya and Sanskar Darshanam Sanskrit Mahavidyalaya aims to bring desired changes in the structure of our nation.

Affiliation & MOU:

To achieve the excellence DSS is affiliated with Rashtriya Sanskrit Sansthan, Deemed University, New Delhi, since year 2000.

Gujarat State Education Board (GSEB) provided the recognition to the school for 9th to 12th.

Somnath Sanskrit University provided the recognition to the school for Shastri, Acharya, M.Phil & PGDCA.

Shree Sandipani Ved Vidya Pratisththanam provided the recognition to the school for Vidadhyayan (Grades 6th to 8th).

Shree Lakulish Yog University provides the certificate courses to the students.

C-DAC (for computer) also provides the certificate courses to the students.

The nationally reputed Academy of Sanskrit Research, Melkote, Karnataka State has entered into a Memorandum of Understanding (MOU) recognizing the excellent research and academic work of DSS.

MODE OF INSTRUCTION :

The Gujarat State Board as well as the Rashtriya Sanskrit Sansthan proves to be a deciding factor in the designing of core instructional program at DSS. A comprehensive effort of the principal, faculty members ensures the best educational impartation technique. Continuous review and assessment of the instructional program are dons through interactive sessions between the educators, board members etc. The academic term begins in June and continuous up to April. Students attend school for approximately 230 days. While the educators are supposed to attend to 250 days. Normally the academic operations of school begin at 07.25 a.m. and continue up to 01.00 p.m. However the administration wing works up to 4.00 o’clock. The staff attends the school during school hours as well as on Saturdays a stay back is arranged a specially for the preparation of lesion plans or any other pre-class preparatory work.

SPECIAL INITIATIVES :

Students at DSS are 100% residential students. So they perform and engage in many other activities which lead to the molding of their personalities. Students are suppose to attend morning and evening assemblies where special stress is laid upon instilling cultural, human values in them. For developing the oratory skills of students special classis are held during evening hours where in students are taught important concepts of public speaking and how to face stage fear. Special areas like Swimming, Football, Cricket, Horse riding, Skating etc are taught to students by the experts during evening hours. The morning and evening assemblies helps to develop the spiritual sense of students. Special visits to various institutes is arranged for gaining practical knowledge of the thing going on outside the campus. Counseling facility for students in need is also made available. A full time counselor is employed for the purpose. At least two or three self development sessions are held for the students as well as educators with introspective approach. Visiting faculties come up with refreshing knowledge which is a blend of information and experience. Continuous education of computer technology is also provided in the school curriculum. Students are taught some natural capabilities and values like leadership, patriotism through extra initiative classis. Students conduct self teaching, dramas, skits, action songs etc which help in molding the personality. Students are encouraged to use the library and are guided over their selection of the literature.

STUDENT ANALYSIS

6th (Samveda) 15

7th (Shukla Yajurveda) 06

9th (Prathama First Year) 24

10th (Prathama Second Year) 20

11th (Madhyama First Year) 21

11th (Madhyama First Year) 21

F.Y.B.A. (Shastri First Year) 22

S.Y.B.A. (Shastri Second Year) 23

T.Y.B.A. (Shastri Third Year) 14

M.A. – I (Acharya First Year) 02

M.A. – II (Acharya Second Year) 13

EDUCATORS/ADMINISTRATORS

Full Time Educators 15

Part Time Educators 01

Full Time Administrators 02

Support Staff 03

SURVEY:

A need was felt for a comprehensive assessment of the entire educational impartation system so that the priority areas of discrepancy between our school’s desired learner standards and the current status could be identified and worked upon for the betterment of the quality of education. Therefore it was decided by the management to conduct a survey for the purpose. After a brief interactive session between the concerned personals a list of questionnaire was prepared and asked to the school community. All the questions were auxiliary type (Yes/No) on the basis of which the loop holes were identified. The list of questions prepared to ask thereby is as follows:

In this section of our School Improvement Plan the focus is laid upon the desired targets as to where the authority of the Darshanam Sanskrit Mahavidyalaya wants its students to reach five years from now. With a very clear conception of vision and on the basis of strong beliefs, we are having a clear picture for the above mentioned.

Darshanam Sanskrit Mahavidyalaya’s faculty and staff members worked together to develop a criteria for student learning which is mentioned further as the targets desired for student learning. This assessment was made on the following criteria.

(a) Do the desired results align with the school’s vision, beliefs and mission?

(b) Does this target analyze the school profile data for strengths and areas of need for improvement?

(c) To check and make sure that there is a co relation between the school’s learning standards and Gurukul’s school objectives along with the national standards.

The assessment made on the basis of above mentioned criteria identified the following targets which were decided upon after brief discussions and meeting between the educators, management, administration as well as other staff members. The targets were categorized under following five heads named as GOALS.

GOAL -1 - Developing Language Skills:

Being a Sanskrit medium school, Sanskrit is adopted as first language and even traditional subjects are based in the same language. So the primary target becomes that the students will demonstrate proficiency in Sanskrit language skills as measured by the local assessments at present by the state measures & national measures as are available.

English being the international language is also assigned equal importance. So it was also decided that the students will demonstrate proficiency in English language skills as assessed by local, state, national as well as international measures if available in future.

GOAL -2 – Annual analysis and documentation:

At the end of each academic year, a comprehensive progress chart of individual student will be prepared and documented. A comparative study of student’s academic performance as well as other related activity performance should be in force. And after an analysis of entire information a report will be prepared which will be discussed with parents and the concerned student.

GOAL -3 – Instilling of values:

It has been globally accepted that school is a place where the personalities of students are groomed for future. In Darshanam Sanskrit Mahavidyalaya we are under pledge to provide breeding ground for the students who will become able leaders for future and lead the country in prosperity. The value implantation in students will be given utter importance through various course curriculum as well as other day to day activities.

GOAL -4 – Effective utilization of technology:

Technology is the strength of Darshanam Sanskrit Mahavidyalaya. On the shoulders of modern technology, we aspire to reinvent the ancient heritage of Indian culture and thus help the students to be proud of their origin. We have all modern state of the art technological resources ready in our campus and for deriving maximum benefits out of these resources; we plan to prepare annual reports on effective utilization of this available facilities. The aim here is to extract maximum gain so as to achieve a cutting edge over the contemporary educational network at present.

GOAL -5 – Annual introspection of school improvement plan:

The improvement plan is of course prepared with a view of improvement in all the spheres of education impartation process going on in Darshanam Sanskrit Mahavidyalaya. This plan is prepared with full consent of entire school community and all are committed to comply with the clause mentioned there in. However it was decided that annually at least one introspective analysis of this improvement plan should be done so as to ensure its implication.

English Language Skills -

☼ Students examinations scores and teachers evaluation make it evident that the level of various skills in English language such as reading, writing, listening and speaking are lower than average.

☼ Lack of atmosphere which consists of English speaking is not quiet available in Darshanam Sanskrit Mahavidyalaya. Therefore the majority of students have no opportunity to extend their learning once out of the classroom.

☼ Current weightage provided to the English language is less then desired.

☼ The present course curriculum lacks grammar skills which are necessary for any language.

☼ Students lack confidence and therefore are afraid to communicate in English except in the subject class.

☼ A strong sense of inferiority complex prevails in the Sanskrit students regarding the use of English language in their daily works.

Sanskrit Language Skills -

☼ Students examinations scores and teachers evaluation make it evident that the level of various skills in Sanskrit language such as reading, writing, listening and speaking are just average.

☼ Students have less exposure to spoken Sanskrit skills after the school hours. So in hostel hours also some sort of planning for implication of Sanskrit language is needed.

☼ Students lack confidence and therefore are afraid to communicate in Sanskrit except in the subject class.

Technology utilization –

☼ Surveys of student yielded important information that though the Mahavidyalaya is all inclusive of technological resources but the students have partial access only.

☼ Internet facility is missing most of the time and is not readily available in the Mahavidyalaya. For which the students have to access the international school’s laboratory co-located in the campus. This hampers the smooth flow of planning.

☼ Educators lack direct access to technological resources which proves to be a hindrance in the path of creativity in education impartation.

☼ Majority of our students have a very limited exposure to technology outside the school environment due to the economic conditions of their parents and also due to law parental educational level with respective technology usage.